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Staff Meeting 22nd April

Staff Meeting22nd April STCM Teach Meet

Learning Focus To know how to use Information, Learning Focus and the Big Picture as part of the Recipe for Learning.To understand how digital technology can be used effectively in the classroom.To be able to apply 3 step differentiation to an activity within a lesson to Support, Stretch and Challenge.

Teaching and Learning Focus:All lessons to be Good or betterSTCM Teach Meet

Learning Walk FeedbackLearning FocusThe Big PictureVisible Language for LearningStudents able to explain

STCM Recipe for Learning Lesson Plan

The BIG picture?Engagement?DifferentiationGA/Levels Most ableBoysPupil Premium SEND

Learning Objectives

Data/Information

Stickability!

Learning Episodes/steps: Shape and Structure (PTO)

Frame the start of the lesson to reflect the big story of what theyll be learning (links to SOW/modules/specs /themes/IMYC).

Key question What do you want students to learn specifically?To knowTo understandTo be able to (skill)Hook students into their learning. Recap, engaging starter

What do you want students to remember? How will you make learning stick?Literacy/Numeracy/terminologyQuestioning, resources, activities, prompts, LSA target focused support, interventions,Seating plansBooksAssessment Tests Progress checksQuestioningSeating plansPrior learningOverall, what do you want students to achieve by the end of the lesson? Make links back to the Big Picture:We will have learnt about.. becauseLearning OutcomesLearning Focus:

Remember Ofsted DO NOT request a lesson plan(!), but evidence of a planned lesson (September 2012 criteria). They will look at PROGRESS OVER TIME4

Assessment

AssessmentAssessmentAssessment

Teacher Led or Student Led?Teacher Led or Student Led?Teacher Led or Student Led?Teacher Led or Student Led?Learning Episodes/steps: Shape and Structure

Home Learning: Extend/embed learning from lesson, prepare for next

Adaptability Adaptability Adaptability Adaptability STCM Recipe for Learning Lesson Plan

Mini whiteboardsRAGPit stopsQuestioningMini whiteboardsRAGPit stopsQuestioningMini whiteboardsRAGPit stopsQuestioningMini whiteboardsRAGPit stopsQuestioningActivities clearly linked to Learning ObjectivesActivities/teaching build on knowledge, steps, variety of activitiesBe flexible, consider pace and content . Adapt activities be responsive to needschallenge and support Learning Outcomes ReviewWhat have students achieved at the end of the lesson? Learning Objectives ReviewWhat are they now able to demonstrate in terms of knowledge, skills and understanding?How will you adjust if students dont understand?How will you adjust if students understand quicker?How will you adjust if some students are more able?How will you adjust if some students require extra support?

Learning Focus To know how to use Information, Learning Focus and the Big Picture as part of the Recipe for Learning.To understand how digital technology can be used effectively in the classroom.To be able to apply 3 step differentiation to an activity within a lesson to Support, Stretch and Challenge.

Teaching and Learning Focus:All lessons to be Good or betterSTCM Teach MeetCCs idea!

CMMs idea!Learning Objectives go here; Add a semicolon after each one as a separator for other slides; Then click Insert>Header Footer> Apply to all.

The Big Picture: Two controlled assessments: 1. Compare and contrast two types of text 2. Using language features for a particular purpose and audience.Learning Objective:Be able to write about the purpose, audience and form of the Center Parcs BlogTitle: The blog extract - how does the language fit its purpose and audienceAJs idea!

PAFT!Purpose Audience Form Tone (formal informal) PAFT!Can you now describe the PAFT of the Blog?In pairs write a paragraph on the PAFT of the BLOG using all your notes. The Big Picture: Two controlled assessments: 1. Compare and contrast two types of text 2. Using language features for a particular purpose and audience.Learning Objective:Be able to write about the purpose, audience and form of the Center Parcs Blogs

Time for a chat!Go to http://answergarden.ch/view/165905 by either:

Clicking on the link aboveUsing the link on the Go Group blogTyping the url /address into Internet Explorer

Question: How can digital technology have an impact within teaching and learning?

Lets review our learning so far: time for a quiz!Go to www.kahoot.it by either:

Clicking on the link aboveUsing the link on the Go Group blogTyping the url into internet explorer

What is differentiation? A recap and update from your teacher training daysThe theory behind differentiated instruction comes from the views of Vygotsky (1978): The social context and the interactions of the student within that social context play a fundamental role in the acquisition of knowledge.

Students in their 'zone of proximal development' can, with assistance, resolve a problem that they could not have resolved alone and move on to another level of knowledge.

Teachers can help accelerate students' cognitive development (Vienneau, 2005) by supporting children in resolving problems, by questioning their conceptions, and by asking them to justify their positions (Lafortune & Deaudelin, 2001). They can also provide specific interventions, known in this context as 'scaffolding'."

Differentiation STCM Recipe for Learning Differentiation for access, eg: Enlarging textsColoured overlaysSome seating arrangements

Differentiation to scaffold learning, eg:Through tasks/activities adjusted to the needs of the learnerThrough checking the learners understanding and moving them onto the next levelTargeting progress at all levels and abilities within the classroom

Differentiation through outcome doesnt scaffold effectively to the needs of the learner; it is not a differentiation strategy.

A crude, but functional, simplification:Scaffolding = supporting, stretching and challenging the learner to secure knowledge, understanding and skillsThis means putting systems and structures in place for the above to be able to take place3 step differentiation to support, stretch and challenge looks like this...

Learning Objective:

To know details of Chinas 1979-1990 One-child Policy and to recognise its impacts.

To be able to apply this knowledge and develop exam skills through answering an 8 mark question.

Big Picture link - Exam question:

Describe how China implemented its One-child Policy in 1979 and discuss the impacts of this. (8 marks)

By the end of the lesson you ALL need to

Know the rules and regulations of the 1979-1990 One-child Policy.

Consider which of these rules were incentives or consequences.

Decide if this policy had been a success, using both problems and benefits of the policy.

Answered an exam style question, and peer assessed these.

ABC

PCHs 3-step differentiationSet to one learning objectiveTargets needs of learners in classroom using graded activities (Information, Big Picture)Able to check which activities support, stretch and challenge (Differentiation)Check understanding of learning using pit stops (see MJV video on GO Group blog too)Has opportunities to move learners onto next level

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23CLDs use of 3-step differentiation:Based on knowing the ability of learners to design appropriate task (Information)Still based on same whole-class objective (Learning Focus)Graded to support and to stretch learnersAble to build in questioning prior to starting the task to check that learners understood the different grading (Assessment Opportunities)Used monitoring to confirm grade of task chosen was suitable, or re-designated to support or stretch student (Assessment Opportunities)Able to use all 3 stages/grades with whole class for assessment (Assessment Opportunities) 23

24AS use of 3-step differentiation (see blog for activity):Based on knowing the ability of learners to design appropriate task (Information)Still based on same whole-class objective (Learning Focus)Graded to support and to stretch learners, with challenge provided through progressive practice of skillsModelled through own attempt of task (Shape and Structure)Able to build in questioning prior to starting the task to check that learners understood the different skills(Assessment Opportunities)Used monitoring to confirm grade of task chosen was suitable, or re-designated to support or stretch student (Assessment Opportunities)Able to use all 3 steps with whole class for assessment through peer assessment (Assessment Opportunities) 24

Your turnIn departmental groups, create:Plan and create a 3-step differentiation activity based on a learning objective for a lesson that you are likely to deliver within the next 2 weeksEnsure that you have considered the information about the learners to determine the level of support, stretch and challengeDecide on which assessment opportunities you will use for your 3-step differentiation activity, including when you will assess25

GO Show and TellWhat 3-step activities have you come up with?

What other GO teaching ideas do you have to share with others?

GO GroupAim: To share Good and Outstanding practice within school, between teachers and departments

Next meeting: Tuesday 28th April Lunchtime 1.30pm in J5 ; extended afterschool session 3.30-4.30pm

Focus: Using digital technology in the classroom/3 step differentiation

What have you gained from this session?Back to www.Kahoot.it please.you know how!